ELM-550 Clinical Field Experience
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Grand Canyon University *
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Mathematics
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Feb 20, 2024
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Clinical Field Experience 550
Grand Canyon University: ELM-550
Page 1
of 9
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Second
History
Past, Present, Future I. PLANNING
Lesson summary and focus
:
Understand what schools of the past would look like compared to today and ponder what the schools of the future might have. Understand how to use a timeline with photos and dates. Classroom and student factors
:
The students in this classroom were mostly average to above average in skill levels. There were no learning disabilities to account for or any English Language Learners. These students come from middle class, suburban families and all have access to a computer and the internet.
National / State Learning Standards:
§113.13. Social Studies, Grade 2 (b) Knowledge and skills.
(2) History. The student understands the concepts of time and chronology.
The student is expected to:
(A) describe the order of events by using designations of time periods such as historical and present times;
(B) apply vocabulary related to chronology, including past, present, and future; and
(C) create and interpret timelines for events in the past and present.
Specific learning target(s) / objectives:
-
Know what a school and classroom would look like from the past.
-
What a classroom looks like today.
-
What a classroom may look like in the
future.
Teaching notes:
Make sure they understand what makes something in the past, present, or future
Agenda: -
Discuss what the class went over the previous days.
-
Have the table groups dissucc what Page 2
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they remember from yesterday.
-
Get into one of three groups and work on a poster labeled either Past, Present, or Future and draw a school.
-
Present the posters to the class.
-
Work on a timeline from transportation throughout history.
Academic Language:
Key vocabulary: Past
Present
Future
Today
Yesterday
Tomorrow Function: To understand time references and what makes things past, present or future. Form: Word walls will be available for students to view and every day will be gone over during class discussion. Instructional
Materials, Equipment and Technology:
Drawing paper, pencils, markers, time line worksheet, paper strips, paste, scissors Grouping:
Students will line up in front of the room and be given a number one, two, or three. The most able students will be given group three or one which works on future or past concepts. Students who were absent from previous days or need more time to understand the material will be placed in present group because they just need to draw what’s around them. II. INSTRUCTION
A. Opening
Prior knowledge connection:
Talk about yesterday and how everything yesterday is considered the past. Anticipatory
set:
Have them understand that yesterday was past, today is present, and tomorrow is future. Page 3
of 9
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B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Students Do
Differentiation
1.
Use the word wall to talk
about the vocabulary and
what they learned the previous day.
2.
Show a personal picture that represents the past and gives a glimpse into what school may have been like back then.
3.
Have groups talk about what they understand past, present and future to mean.
4.
Assign groups to work on drawing a school from either the past, present or future.
5.
Have groups present work to class.
6.
Have students work on time lines by cutting out images from the work sheet and arranging them
on a strip of paper by date.
1.
Participate in classroom discussion.
2.
Ask questions about the picture or life back then.
3.
Talk in groups.
4.
Work in assigned groups and draw a school from assigned time.
5.
Present to class, every one
point out what they drew and why.
6.
Work on a time line and cut out the images then past them in the correct order.
1.
Ask them some of the easier questions
and vocabulary.
4. Assign present group drawing since they just need to draw
what’s around them.
6. Work in groups if needed. III. ASSESSMENT
Summative Assessment
:
Summative assessment will be the completion of the timeline and presentation from groups. Closure:
Think about what life was like in one big classroom with one teacher and all ages learning at the same time. Homework:
No homework assigned. Page 4
of 9
Clinical Field Experience
Crockett Elementary is a well-funded suburban school located in the middle of Weatherford Texas. Mrs. Todd is a second grade teacher there who takes special note of all TEKs, or Texas Essential Knowledge and Skills. During the lesson observed for Social Studies, a total of five TEKs were noted including, using a timeline, using artwork and visuals for reference, apply vocabulary for past, present and future, describing order of events and even included a math TEK which ask the student understand numbers in the thousands, various dates were used to convey these numbers. This was the second day in this week’s lesson and the students seemed to already understand the concept of past, present, and future. On the previous day, the students were allowed to watch a few short video clips including ones from “Little House on the Prairie” and from “The Jettsons”. These clips were to show examples of past and future school environments. The beginning of this lesson started with discussing what they went over the previous day. Then the teacher asked the students to
talk amongst their tables what they think they would see in a school from the past. After this collaborative learning exercise, the teacher used a more personal touch and showed them a picture of herself from first grade. This was to represent the past and drive home what the past means to her
personally. The nest step had the students walk to the front of the room to be assigned groups. There
was a total of three groups who all had to draw a school on a large poster paper. The schools were either set in the past, present, or future. Students had to use visuals to explain what they think of when using these time references. The groups then had to present these visuals to the class and explain their reasoning. The last exercise in this lesson was to cut up pictures of various transportation vehicles with dates and detail types on the bottom. On a strip of paper, they were to paste the images in the correct order as well as highlight the dates at the bottom. Over all this lesson was well thought out and kept the students engaged in the material and activities. There were many opportunities for collaborative learning with the use of visuals. They had pictures to use, videos for reference and chances for the students to draw out their Page 5
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understanding of the topic. Keeping in mind this was one part of a week-long lesson plan, some strategies that would help further the student’s understanding are more opportunities for independent research, use of learning centers, and experiential learning. Independent research is important for those students I observed were too shy or simply not interested in joining the group activities. These students were overshadowed and sometimes did not have a chance to draw on the group poster. Given them an opportunity to draw a school in the past, present and future by themselves is importance to check their true understanding of the subject. Also, allowing the students to base these drawing off images they found from a book or internet research is a great way
to incorporate learning centers. Finally, to really understand the past, having a show and tell period available to the students to see, touch, and smell items that classrooms might have used in the past is a great way to get them to remember what it was really like in the past. This could be old school supplies an abacus and explain how it was like a calculator, typewriter to compare to a computer, and fountain pen to compare to a pencil or modern pen. Showing them the tools of the past can truly
drive home past present and future ideas. In the end however, this lesson was well thought out and obviously refined over Mrs. Todd’s extensive years as a social studies teacher. Page 6
of 9
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GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Lauryn Glass
Second
10/18/17
History
Past, Present, Future I. PLANNING
Lesson summary and focus
:
Understand what schools of the past would look like compared to today and ponder what the schools of the future might have. Understand how to use a timeline with photos and dates. Classroom and student factors
:
The students in this classroom were mostly average to above average in skill levels. There were no learning disabilities to account for or any English Language Learners. These students come from middle class, suburban families and all have access to a computer and the internet.
National / State Learning Standards:
§113.13. Social Studies, Grade 2 (b) Knowledge and skills.
(2) History. The student understands the concepts of time and chronology.
The student is expected to:
(A) describe the order of events by using designations of time periods such as historical and present times;
(B) apply vocabulary related to chronology, including past, present, and future; and
(C) create and interpret timelines for events in the past and present.
Specific learning target(s) / objectives:
-
Know what a school and classroom would look like from the past.
-
What a classroom looks like today.
-
What a classroom may look like in the
future.
Teaching notes:
Make sure they understand what makes something in the past, present, or future
Agenda: -
Discuss what the class went over the previous days.
-
Use a show and tell experience for the Page 7
of 9
students featuring common school items from the past. Have them comment what modern technology has
replaced these items and why.
-
Work on a picture diorama independently that asks the student to draw a classroom from the past, present and future.
-
Use computers and text books to use for reference for these dioramas.
Academic Language:
Key vocabulary: Past
Present
Future
Today
Yesterday
Tomorrow Function: To understand time references and what makes things past, present or future. Form: Word walls will be available for students to view and every day will be gone over during class discussion. Instructional
Materials, Equipment and Technology:
Drawing paper, pencils, computers, text book, markers, old school supplies for show and tell. Grouping:
This lesson focuses more on independent study but does give opportunity for group discussion. These groups will be arranged by where the student is sitting in the class.
II. INSTRUCTION
A. Opening
Prior knowledge connection:
Ask them to think about what schools were like when their grandparents went and their parents. Have them think what school might be like for their children or grandchildren.
Anticipatory
set:
Time is constantly changing and updating our everyday items. Use schools and the
tools used within them to convey how time changes.
Page 8
of 9
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Students Do
Differentiation
7.
Discuss what the class went over the past few days and use the word wall when doing this.
8.
Show and tell of school items from that past and allow the students to pass them around and ask questions.
9.
Have them start their diagrams and access the learning centers to research this.
10. Monitor the students and
provide help if needed.
7.
Participate in classroom discussion.
8.
Ask questions during the show and tell.
9.
Work on their dioramas and draw in what a school would look like in the past, present and future. Use learning centers to research this. 2.
Ask them some of the easier questions
and vocabulary.
3.
Allow them to work in groups if needed.
4. Monitor these students more closely. III. ASSESSMENT
Summative Assessment
:
Summative assessment will be the completion of the diorama. Students can work in groups and use previous students work as reference. Closure:
Think about how students got to school in the past. What mode of transportation? Think about how they can get there in the future? Flying cars? Teleportation? What
kind of fun ways?
Homework:
Finish their dioramas if they did not finish during class time.
Page 9
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